NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 11 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Donovan, Jennifer L.; Marshall, Chlo? R. – International Journal of Disability, Development and Education, 2016
This study explores the ability of children with and without dyslexia to provide meaningful verbal self-reports of the strategies they used in a spelling recognition task. Sixty-six children aged 6 years 3 months-9 years 9 months were tested on a range of standardised measures and on an experimental spelling recognition task based on the work of…
Descriptors: Dyslexia, Spelling, Learning Strategies, Children
Peer reviewed Peer reviewed
Direct linkDirect link
van Gorp, Karly; Segers, Eliane; Verhoeven, Ludo – International Journal of Disability, Development and Education, 2014
The direct, transfer and retention effects of a repeated reading intervention study of single CVC (consonant in the onset and a vowel and consonant in the rime) words in kindergartners with partial letter knowledge were examined. A total of 26 second-year kindergartners participated in this study. Participants were divided over two feedback…
Descriptors: Foreign Countries, Kindergarten, Young Children, Feedback (Response)
Peer reviewed Peer reviewed
Direct linkDirect link
Soriano, Manuel; Miranda, Ana; Soriano, Emilia; Nievas, Francisco; Felix, Vicente – International Journal of Disability, Development and Education, 2011
The main goal of the present study was to examine the efficacy of a multi-component programme to improve reading fluency and text comprehension in Spanish children with reading disabilities (RD). Special needs teachers were trained in the application of the programme, which included repeated reading plus phonological awareness training and…
Descriptors: Reading Comprehension, Reading Difficulties, Intervention, Reading Fluency
Peer reviewed Peer reviewed
Direct linkDirect link
Clendon, Sally; Gillon, Gail; Yoder, David – International Journal of Disability Development and Education, 2005
This study provides insights into the benefits of phoneme awareness intervention for children with complex communication needs (CCN). The specific aims of the study were: (1) to determine whether phoneme awareness skills can be successfully trained in children with CCN; and (2) to observe any transfer effects to phoneme awareness tasks not…
Descriptors: Decoding (Reading), Coding, Transfer of Training, Written Language
Peer reviewed Peer reviewed
Jenkinson, Josephine C. – International Journal of Disability, Development and Education, 1992
Two experiments were conducted to investigate possible deficiencies in strategies used for decoding words by 20 children (ages 20-12) with intellectual disabilities. Results indicated that subjects did not make use of information in words (specifically letter position cues) to aid in their identification, whereas beginning and experienced…
Descriptors: Beginning Reading, Decoding (Reading), Intermediate Grades, Mental Retardation
Peer reviewed Peer reviewed
Niemi, Pekka – International Journal of Disability, Development and Education, 1990
The article reviews cognitive psychology's contributions to understanding the development of reading skills. Key concepts are phonological and linguistic awareness, schemata, learning strategies, metacognition, and learning as a social interaction. (Author/DB)
Descriptors: Beginning Reading, Cognitive Psychology, Decoding (Reading), Elementary Secondary Education
Peer reviewed Peer reviewed
Jenkinson, Josephine C. – International Journal of Disability, Development and Education, 1989
Research has found similarities between specific reading disability and reading difficulty in children of low intelligence, especially in short-term memory deficits. Studies indicate that ability to acquire and use a knowledge of spelling patterns is a major problem, and efforts to teach more efficient decoding skills have met with limited…
Descriptors: Decoding (Reading), Mental Retardation, Reading Ability, Reading Difficulties
Peer reviewed Peer reviewed
Bravo-Valdivieso, Luis – International Journal of Disability, Development and Education, 1995
A study of 93 Spanish-speaking Latin American children of low socioeconomic background with reading difficulties found that, 4 years later, 17% had average reading ability, but 11% remained with severe reading difficulties. Characteristics examined include IQ, phonological processing, decoding ability, reading comprehension, and other verbal…
Descriptors: Decoding (Reading), Dyslexia, Elementary Education, Followup Studies
Peer reviewed Peer reviewed
Center, Yola; Freeman, Louella; Robertson, Gregory – International Journal of Disability, Development and Education, 1998
An evaluation of Schoolwide Early Language and Literacy (SWELL) was undertaken in New South Wales, Australia, using a sample of 366 disadvantaged kindergarten students. Participants outperformed controls on pseudo-word decoding and reading connected text at the end of kindergarten, and on invented spelling and reading measures midway through first…
Descriptors: Decoding (Reading), Disadvantaged Youth, Early Intervention, Foreign Countries
Peer reviewed Peer reviewed
Nicholson, Tom – International Journal of Disability, Development and Education, 1992
The debate among major theorists of the whole-language approach (Kenneth Goodman and Frank Smith) and their critics (e.g., Philip Gough) is summarized. It concludes that the Goodman/Smith theoretical position has not stood the test of time, though some of their instructional recommendations may be valid for other reasons. (Author/DB)
Descriptors: Beginning Reading, Decoding (Reading), Elementary Secondary Education, Learning Theories
Peer reviewed Peer reviewed
Center, Yola; Freeman, Louella; Robertson, Gregory – International Journal of Disability, Development and Education, 2001
A study found that all regular and reading recovery students (n=150) participating in a code-oriented program, Schoolwide Early Learning and Literacy (SWELL), significantly outperformed counterparts (n=163) on tests measuring pseudoword decoding, reading connected text, invented spelling, and a standardized reading measure at the end of Year 1.…
Descriptors: Decoding (Reading), Foreign Countries, Individualized Instruction, Invented Spelling